My Spanish Isn’t bola-bola: Attitudes among Indigenous Bilingual Teachers of Spanish as a Second Language in the Peruvian Amazon

Abstract

This study explores the linguistic attitudes of teachers in the Peruvian Amazon regarding their variety of Spanish—the Peruvian Amazonian Spanish—with the aim of understanding how these perceptions influence the teaching of Spanish as a second language. The research was carried out through surveys administered to current and prospective teachers in intercultural bilingual education form various Amazonian ethnicities, such as Shipibo-Konibo, Quechua and Ashaninka. Through these surveys, we analyze their opinions about the use of their own variety, local varieties, and those considered more standard. The findings reveal a range of linguistic attitudes among the teachers. Many express confidence in their manner of speaking, considering it an integral part of their cultural identity and an effective medium for instruction. However, significant prejudices were also observed among some respondents toward their local and idiosyncratic varieties. This complex scenario suggests that, while there is recognition of the value of local varieties, tensions persist that may affect the confidence and effectiveness of teachers in the Peruvian Amazon in the classroom. In conclusion, the results of the study indicate that it is essential to promote greater awareness and appreciation of the different varieties of Spanish in teacher training. This approach would not only strengthen the cultural identity and linguistic confidence of teachers and their communities but also improve the quality of education by making it more inclusive and representative of the linguistic diversity of the Peruvian Amazon. The findings reveal a range of linguistic attitudes among the teachers. Many express confidence in their manner of speaking, considering it an integral part of their cultural identity and an effective medium for instruction. However, significant prejudices were also observed among some respondents toward their local and idiosyncratic varieties. This complex scenario suggests that, while there is recognition of the value of local varieties, tensions persist that may affect the confidence and effectiveness of teachers in the Peruvian Amazon in the classroom. In conclusion, the results of the study indicate that it is essential to promote greater awareness and appreciation of the different varieties of Spanish in teacher training. This approach would not only strengthen the cultural identity and linguistic confidence of teachers and their communities but also improve the quality of education by making it more inclusive and representative of the linguistic diversity of the Peruvian Amazon.